Descriptive Study of a School Transportation System



Descriptive Study of a School Transportation System How School Bus Drivers can affect Student Outcomes This paper is a descriptive research study about a school District Transportation system. The aim of this research is to describe a school Transportation system; in addition, the research will also endeavor to relate the importance of communication with school bus drivers to building administrators. Directed Study – CapstoneEDL 721Dr. LaCreta ClarkMay 25, 2016Copyright 2016 ? Thomas G KorthAll rights reserved. No part of this research study may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the author, except in the case of a reviewer, who may quote brief passages embodied in critical articles or in a review. left5000132588000centercenter100000100000Descriptive Study of a School Transportation SystemAbstractThis paper is a descriptive research study about a school District Transportation system. The aim of this research is to describe a school Transportation system; in addition, the research will also endeavor to relate the importance of communication with school bus drivers to building administrators. The unit of analysis is quantitative and qualitative data from review of the literature and from the questionnaire developed in order to survey my target respondents of school bus drivers and school administrators. This research study is important because some data suggests that both bus and classroom referrals can be reduced by collaboration between school bus driver, teachers, and administrators. I expect to learn that although not much quantitative research has been conducted, qualitative research suggests that having increased direct communication between a school bus driver and the administrator can have positive affects in the classroom and in the student. I cite this significance relating to data from a cooperative study in Hartsville, South Carolina involving bus drivers, administrators, and teachers in routine professional development over the course of two years. The important problem is meant to address the lack of collaboration and communication between school bus drivers and administrators and the negative effects it has created both in school bus drivers and in student behavior. The methodology used in this research study was survey development of the general research questions using the Likert Scale of Measurement to explore describe or explain – how do administrators’ and school bus drivers interact within the District, and what are the perceptions of the Transportation Department by both groups. Table of ContentsAbstract .............................................................................................................................. p.2-3Chapter 1 – Introduction / Purpose ................................................................................... p.5-9Chapter 2 - Review of the Literature .................................................................................. p.10-14Chapter 3- Research and Methodology .............................................................................. p.15-18Chapter 4- Analysis of the Data …………………………………………………………………………………….. p.19-32Chapter 5- Summary, Methodology, Results, Conclusions, Discussion, Recommendations ……………………………………………………………………………………………………………………………………… p.33-39Appendix – Letter of Transmittal, Survey Questionnaire.…………………………………………….… p.40-42Bibliography ........................................................................................................................ p.43Chapter 1 – Introduction/PurposeWhile everyone views their job as extremely important and valuable, when it comes to teachers and building administrators, they are the authority in the classroom and do not always consider communication with school bus drivers as necessary, in dealing with matters of student behavior. This research will demonstrate how valuable this type of collaborative communication can be from bus drivers to administrators dealing with student behaviors, by describing a transportation system and the perceptions of its stakeholders.Clearly stated, the purpose in my descriptive research is to describe a school Transportation system and the perceptions and observations as a school bus driver relating to how teachers and administrators feel more qualified to manage students’ behavior and learning and are not open to input from school bus drivers servicing the students from their building. My research method, using a questionnaire will survey school bus drivers and building staff regarding management of student behavior, communication, personalities, and perceptions. Further, I contend the school bus driver can be a positive link to support student behavior and learning. While there is little quantitative and qualitative data to support my topic purpose relating to the problem, surprising, in my research, I was able to cite a current article published earlier in 2015 presenting a district where it was decided to have school bus drivers’ work and be trained with teachers and administrators in affecting student outcomes by relational behavior. While teachers and administrators expect students to follow the rules on the bus and verbalize this fact to their students, when a student negative referral occurs from a school bus driver, the teachers and administrator talks to the Transportation Supervisor about the referral incident to gain details instead of meeting or talking directly with the driver. The driver may have witnessed the incident, or received the report from students about the incident first-hand, but the lines of communication do not transcend down to the driver. This communicates the lines of authority, but also clearly states that the driver is not considered the authority in the opinion of the teacher or administrator. Further, drivers’ opinions, regarding routing road selections may be unilaterally rejected by a single teacher on a field trip, even when the driver may have helpful information or comments regarding why that particular routing and roads were selected. From my observations of fellow school bus drivers over the course of my employment as a driver for the past 10 years; these drivers have shared similar negative experiences with teachers and building administrators within the district. Students also perceive the hierarchy of authority and view support staff as the people they can test beyond the limits of their teachers due to lesser significant consequences. This creates a negative student outcome when it comes to educating the entire student in the areas of behavior or citizenship, and in relation building with other adult authority. Drawing from the fact that the bus driver, or other paraprofessional staff like the crossing guard, hall monitor, is the first school employee a student may see in the morning, and the last school employee the student sees in the afternoon on their return home, a social connection or impact is created out of sheer repetition with adults. “Healthy development in school occurs when children form positive relationships with adults (Chaltain, 2015).”The school bus driver is already employed to support the teacher and administrator within their district to safely transport students to and from school on a daily basis. The bus driver sets the tone on the bus much like a teacher sets the tone in the classroom based on the classroom/bus rules, seating, discipline, and temperament of the driver/adult to student relationship. Like the teacher, the school bus driver has to be trained and tested, evaluated, practice and participate in professional and personal development, develop plans for their students using software to route and report referrals, employ techniques in conflict management and resolution, while maintaining an orderly atmosphere where each student can feel and be safe. Unlike the teacher, the school bus driver must also navigate through school building lots and on roads where parents and other drivers simply don’t want to get behind a school bus, while maintaining order on the bus. Perceptions from teachers, administrators, parents, students, and the community often view school bus drivers as less important, due to being less educated than teachers, administrators, and other professionals as they do their job as ancillary employees in the District. Relating my assertion from the Hartsville, S.C. data; “I’d never worked with the bus drivers in any capacity before, said Tara King, the principal at West Hartsville Elementary School. There was never any relationship there, let alone a professional development opportunity (Chaltain, 2015, p. 2).” This problem of perception of school bus drivers also contains the elements of a lack of knowledge perceived by parents, teachers and administrators. This lack of knowledge perception involves the assumption or label that the school bus driver simply “drives” the student from home to school and from school to home, period. Even though the research is sparse in this field, I contend that the driver can be a vital link with teachers and administrators in creating a social connection and expected behavior before the child enters the building for the day. On my personal bus route which I have had the same route for the past three years, I have students talk to me about the most private things in order to vent, seek advice, and even ask me to pray for them or a family member. In my opinion, the school bus driver can be a vital link to support teachers and administrators in allowing students to have a positive learning experience on a down day. Likewise, I believe that the school bus driver can be a vital link to assist the student, teachers, and administrators in helping to create positive student approaches to learning and behavior. I will draw on my quantitative and qualitative research from my fieldwork, as well as, a review of the literature that support my idea and thesis. Problem is significant: The problem is significant because, in my opinion, the current system does not allow school bus drivers to be a part of the student educational process and experience. My opinion is based, in part, of school bus drivers being generally perceived by teachers, administrators, parents, and students as less important, and assumed to be less educated than teachers and administrators, and therefore, unable to positively affect student behavior in the classroom. Additionally, teachers and administrators, from past practices, have not included school bus drivers as a link to affect student behavior and learning. Further, from my observations, teachers and administrators have not included school bus drivers in professional and personal development workshops or shared material, instead drawing a line of demarcation between the classroom and the school bus. Assumptions are clearly stated: School bus drivers do not generally follow a post Bachelor’s degree, with many drivers only completing a high school diploma, or do the job after retirement from a previous career. Due to the school bus driver’s perceived and actual lack of higher education, they are perceived as unable to positively support and effect student behavior and performance as that of the classroom teacher and building administrator. Limitations of the study are stated: The time frame of limitations for this descriptive research is based on calendar, union contracts, and administration mandates, which are noted when appropriate in each task section. Other limitations include, teachers were not surveyed throughout the district, or within the building that I serve regarding my route. Although, all District building administrators were included to participate in the survey to respond to the overall Transportation Department within the District. Regarding the review of the literature; because there is limited key information relating to studies and/or narratives on this subject, I will use and relate to what I have found and my own qualitative data, observations and experiences that I have derived from 10 years employment as a school bus driver. Relationship of the problem to previous research is made clear: After the review of each section, the reader will understand the importance and need to include the school bus driver in training, professional development, and collaboration in working with teachers and administrators in order to affect positive learning and behavior in students.Chapter 2 - Review of the LiteratureDue to the fact that this descriptive study deals with very little quantitative data and limited key information as a whole regarding my subject, I will review what I have found. Additionally, as a supplement to inform this descriptive study, I will use qualitative data, namely observations and experiences from my 10 years as a district school bus driver. In order to begin this chapter of literature review with a proper perspective as it relates to administrators’ perceptions of support staff, namely school bus drivers; I began with fieldwork in order to gather qualitative data, conducting a personal interview with a middle school building principal and assistant principal. I framed the question, “how do you as administrators view and perceive the school bus driver, and how do you think the school bus driver can add to informing administrators in ways to improve student behavior in the classroom (T. G. Korth, personal communication, October 28, 2015)?”The immediate response was; “being a bus driver is the most difficult job in the district and a job I never want to do with 40 plus middle school kids ranging from grades 6 through 8 all in one space (J. Nelson, personal communication, October 28, 2015).” As I advanced a basis for an answer to my entire question, I cited how the existing district software and procedures of bus referrals hinders communication from me as a bus driver directly to the administrator, and from me seeing a response from the administrator in answer to my referral. I then asked the administrator if they believed my communication with them, through a meeting regarding a referral or merely an observation of student behavior on the bus could possibly diffuse or benefit the classroom teacher or administrator. The answer was quick and blunt from the assistant principal; “I have enough meetings during the day with building staff and parents and don’t have time to personally meet with the bus driver about students. That is what we have the BusConduct software in the District (J. Nelson, personal communication, October 28, 2015).” The actuality of building administrators already being squeezed for time is most definitely accurate, however it may be an opportunity missed in helping identify and correct student behavior in the classroom. Data from a school in Harstville, South Carolina, in partnership with “Yale University’s School Development Program, which helps schools identify and meet the developmental needs of children (Chaltain, 2015, p. 2),” suggest principals rarely work with school bus drivers on a professional level of collaboration. In the Harstville, S.C. study, Tara King, principal at West Harstville Elementary School stated, “I’d never worked with the bus drivers in any capacity before. There was never any relationship there, let alone a professional development opportunity. But when we started looking at bus discipline across the district, we saw how high it was – higher even than the in-school referrals – even though kids were spending a lot less time on the bus than in school (Chaltain, 2015, p. 2).” The article does report significant data findings to support a reduction in classroom disruptions and fewer bus referrals since the collaboration and professional development was established between teachers, administrators and support staff members of the Harstville School District. To gain perspective of the gap between school bus drivers and teacher/administrator communication/collaboration over the past 40 years; citing data from 1977, “drivers had no authority to discipline students who misbehaved (Allen, 1997, p. 33).” Knowing the driver was powerless to do anything about their behavior; students caused problems on the bus. While drivers have the responsibility to safely transport students to and from home to school and back again, little regard has been given to the potential insight school bus drivers can provide to building teachers and administrators concern specific student behavior since at least 1977 to present. From my perspective, advantages that school bus drivers can provide to building administrators regarding specific students and their extended behavioral issues in the classroom, begins at the bus stop. Different from the teacher and school administrator, I go to the neighborhood where the students live. I have the opportunity to see their homes and neighborhoods. I see their parent or guardian, and I see how they interact with their peers at the bus stop and on the bus as I transport them to school each day. I see all of this on a daily basis, different from both the teacher and administrator who see some of this interaction at conferences and building open house times. The more integral and important part of this collective observation perspective that I have, is that other students on the bus see and observe the same things that I do, while building teachers and administrators do not. “Children are able to see the living accommodations of one another. According to some research, this provides ample opportunity to harass and torment those who seem to have less (DeLara, 2008, p. 50).” Understanding this advantage that school bus drivers have as they “observe and interact with students each school day; yet there is very little research investigating their opinions and experiences (DeLara, 2008, p. 53).” Furthermore, from my qualitative experience as a school bus driver, there is an obvious disconnect in how building teachers and administrators consider and view my student observations as substantive. “All school personnel, e.g., bus drivers, transportation managers, school administrators, and teachers, can profit from more effective communication. One-way communication is not beneficial in solving systemic problems (DeLara, 2008, p. 66).”Referring back to my fieldwork interviews with the principal and assistant principal building administrators; communication was identified and discussed as an important component between student and driver, as well as, driver and administrator. Even though multiple logistical blockages may keep the communication flowing between the school bus driver and administrator, These administrators understood the importance of developing a regular, timely way to keep information flowing. In addition to the District referral software, BusConduct, email and quarterly face-to-face meetings were discussed as possible answers to having consistent communication between the driver and administrator. The administrators also acknowledged from their knowledge and network within the District that some building administrators would not participate in communication with the driver or any support staff employee. Two reasons were cited in for their comments and observations; time and personalities of other building administrators. Continuing the conversation with the building administrators, relating to their comments about other district administrators, we discussed the importance of how the school bus driver not only communicates with students and administration. The administrators in my fieldwork interview considered the drivers personality and relationship building with students as a key component in the success for the driver on the bus, and in the communication process with administration. As we discussed their comments and points, the administrators disclosed their perception of me being different than how they viewed bus drivers they have interacted with in the past. They considered my input to be more credible, due to my past and current work and study in education, as well as my personality as it related to protocol and practice. These administrators disclosed that they were more likely to communicate with me independent of the District email software referral system as it related to student behavior. Referring back to my initial questions about their perceptions of school bus drivers, after some discussion, the consensus was that if drivers for their specific building routes were included in professional development alongside of building staff, the results may be beneficial, although there may be pushback on both sides relating to personalities and relationships. ? Chapter 3 – Research Methodology This chapter will first focus on the description of the research methodology through the development and use of a survey questionnaire. The overall intent of the survey questionnaire was with designed questions that prompted answers regarding the school bus driver’s personality, district rules, student behavior, administrator communication, parent/guardian perceptions, safety, training, and cooperative professional development. Using the Likert Scale of Measurement, the first five questions provided a scale beginning at “strong agree” followed by, “agree,” “neutral,” “disagree,” and “strong disagree.” The last four questions were “yes” and “no” questions with three additional options relating to their answer choice. The additional choices purposely did not state that only one selection could be made, so the respondent could choose, one, two, or all three options as a follow up to their “yes” or “no” answer. These choices were presented to allow the respondent to give their opinion as to what they considered to be a viable option to training, referrals, and personality issues represented in the question. The research questions that I designed to achieve the response for my criteria are as follows:School bus drivers can either positively or negatively impact effective communication to parents, teachers and administrators in order to benefit student behavior? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool administrators should contact a school bus driver for direct communication either by phone or in person in order to discuss concerns a school bus driver had made known regarding a significant change in a student’s behavior on the bus?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool administrators should contact a school bus driver for direct communication regarding a written bus disciplinary referral from the school bus driver? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool bus driver can collaborate with building teaching and administrative staff to positively affect student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool bus drivers are sometimes overlooked as a source of information involving student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeHave you ever felt the school transportation system is too rigid regarding procedures and student conduct infractions?( ) Yes ( ) No6a. If yes was your answer, what one change would you think should be considered?( ) Have a few published core rules for every student on every bus( ) Eliminate rules of conduct( ) Only enforce safety rules Do you believe that some school bus drivers’ personality can create either a positive or negative affects with the students they transport? ( ) Yes ( ) No 7a. If yes was your answer, what one solution would you consider to be an option ( ) Have personality testing for all drivers ( ) Those drivers that negatively affect students, have re-training classes for the driver ( ) Those drivers that positively affect students should be recognized by the building PrincipalAre you satisfied with the level of concern for student safety and communication that you receive from your school transportation department?( ) Yes ( ) No 8a. If no was your answer, choose one option that you consider to be a good solution ( ) Receive an email alert when mandatory bus evacuations are performed by the district ( ) Receive an informational email detailing all of the safety procedures that are followed on the school bus ( ) Provide internet links for school bus safety mandated by the State of MichiganDo you think that school bus drivers should be included in joint professional development training along with the teaching and administrative staff for the students they transport? ( ) Yes ( ) No9a. If no was your answer, choose one of the following answers as your choice for an alternative ( ) School bus drivers should have separate professional development training with drivers only ( ) School bus drivers should have annual training at each building they transport students to and from with administrators only ( ) Only drivers that have negatively affected students should attend professional training along with teachers and administrators at the buildings where they transport students Secondarily, as a purpose of the questionnaire, it was to collect information regarding the district transportation system relating to the current practices of bus rules and referrals, as well as, the communication between school bus drivers, and administrators. With the stated purpose, the survey questionnaire responses was used to collect quantitative data information in order to deduce informed conclusions regarding needs of increased collaboration and improved communication regarding school bus driver and administrator interaction, and potential changes in school bus transportation rules regarding student behavior. The scale choices of strongly agree, neutral, and strongly disagree, were intended to count total responses to each choice presented on the scale. Yes and no answers are followed by a question; if you chose yes, what is a viable option, with three choices presented. The same choices follow the question, if you chose no. Overall, the questions are to assess the following relating to the driver and the Transportation Department as a whole: communication, perceptions, referrals, safety, personalities, and behaviors. The survey questionnaire was approved by my Supervisor who then distributed the questionnaire to my target audience. The target audience was employees within one District compromised of school bus drivers and building administrators; principals’ and assistant principals. The respondents had two weeks in which to return the completed survey to the Transportation Director either by email or interdepartmental mail. My identity remained confidential to the target audience respondents the entire time of the survey questionnaire distribution, collection and review, and analysis of the completed surveys. Chapter 4 – Analysis & Questionnaire Results Research Questionnaire Results – reporting and analysis.The results from the respondents for each question are as follows, beginning with cumulative totals for the survey population, followed by school bus drivers, and administration: note – total answers per response are designated by the corresponding number. Additionally, some questionnaires were not completed by respondents answering all of the questions in the survey; therefore total population respondent numbers in the graph depict actual data gathered from surveys. The sample size distribution of the questionnaire was a total of 98. The populations of the 98 distributed questionnaires were; 20 building administrators, and 78 school bus drivers. The completed and returned questionnaires were; 17 building administrators, and 48 school bus drivers, totaling 65; or a response rate of 67%. Additionally, of the questionnaires returned, not all of the questions were answered, while some had more than one choice selected in yes and no answers, along with, when given suggested options in questions 6,7,8,and 9, multiple answers were given, which is reflected in the research totals.Survey results – Cumulative Totals of Survey Questionnaire School bus drivers can either positively or negatively impact effective communication to parents, teachers and administrators in order to benefit student behavior? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeAmong the population of respondents, 17 of the building administrators, and 48 school bus drivers, totaling 65; or 100 % of both groups either strongly agreed, or agreed with this question, with no neutrality or disagreement. School administrators should contact a school bus driver for direct communication either by phone or in person in order to discuss concerns a school bus driver had made known regarding a significant change in a student’s behavior on the bus?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeThe respondents of drivers and administrators totaling 65 were in majority of either strong agreement or agreement. There was neutrality of 2 administrators and 6 drivers and disagreement by one driver respondent.School administrators should contact a school bus driver for direct communication regarding a written bus disciplinary referral from the school bus driver? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeDirect communication received a total agreement of 52 respondents, or 80%. However, administrators represented 4 and school bus drivers as 5 answering neutral. The only disagreement of 3 respondents was from administrators. 1 administrator who responded with disagreement, provided a write-in suggestion referring to the existing BusConduct software used by the District as the preferred means of communication for student referrals from driver, sent to Transportation Director, who reviews and sends to administrator. School bus driver can collaborate with building teaching and administrative staff to positively affect student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeThe respondents were in agreement as a majority totaling 57 respondents, or 88%. The decision to remain neutral compromised 2 administrators and 2 drivers. There were no respondents in disagreement. Interestingly, the 1 administrator answering previous question 3 with the reference to using BusConduct software, with this question, the respondent was in agreement of driver and building staff collaboration described in this research question. School bus drivers are sometimes overlooked as a source of information involving student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool bus drivers were the highest in agreement with this question, along with a majority of administrators. Four administrators answered neutral, with one administrator and 3 drivers in disagreement. Have you ever felt the school transportation system is too rigid regarding procedures and student conduct infractions?( ) Yes ( ) No6a. If yes was your answer, what one change would you think should be considered?( ) Have a few published core rules for every student on every bus( ) Eliminate rules of conduct( ) Only enforce safety rules While the respondents overwhelmingly selected yes as the majority answer, administrators totaling 5, and bus driver respondents totaling 4 answered that the transportation rules were too rigid. Four administrators and four drivers answered with alternative “A” to have a few published core rules. This question also had one administrator respondent giving multiple answers as yes and no, which was added and counted as separate answers in the research. Do you believe that some school bus drivers’ personality can create either a positive or negative affects with the students they transport? ( ) Yes ( ) No 7a. If yes was your answer, what one solution would you consider to be an option ( ) Have personality testing for all drivers ( ) Those drivers that negatively affect students, have re-training classes for the driver ( ) Those drivers that positively affect students should be recognized by the building PrincipalThe overwhelming majority of all respondents agreed with this question. Administrators were unanimous in agreement, of all 17 respondents. School bus drivers’ or 42 respondents answered yes, with 3 drivers’ respondent answering no. All respondents overwhelmingly supported the option to identify and provide re-training of drivers’, who adversely or negatively affect student behavior, with 24 drivers and 14 administrators. Of the respondents who answered with choice “C”, regarding Principal recognition; 4 administrators and 19 drivers, or 40% of the driver respondents, answered that building Principals should recognize positive drivers. This question also prompted multiple selected answers which were counted and added to the total research numbers for this question.Are you satisfied with the level of concern for student safety and communication that you receive from your school transportation department?( ) Yes ( ) No 8a. If no was your answer, choose one option that you consider to be a good solution ( ) Receive an email alert when mandatory bus evacuations are performed by the district ( ) Receive an informational email detailing all of the safety procedures that are followed on the school bus ( ) Provide internet links for school bus safety mandated by the State of MichiganAcross the population of all respondents, the majority answer was yes for school bus driver and administration respondents, with total agreement by administrators at 100% with 10 driver respondents answering no. While 6 driver respondents used suggested choice “C” as an answer, 1 administrator and 1 driver respondent answered with choice “B” as an alternative suggested choice. Do you think that school bus drivers should be included in joint professional development training along with the teaching and administrative staff for the students they transport? ( ) Yes ( ) No9a. If no was your answer, choose one of the following answers as your choice for an alternative ( ) School bus drivers should have separate professional development training with drivers only ( ) School bus drivers should have annual training at each building they transport students to and from with administrators only ( ) Only drivers that have negatively affected students should attend professional training along with teachers and administrators at the buildings where they transport students The majority of administrator respondents totaling 11 answered that school bus drivers should be included along with building staff in professional development while noting, not for curriculum topics. Six administrators and 16 drivers answered no. The majority of 30 drivers answered yes to joint professional development. Of the administrators who answered no, answered with suggested option A or B, that school bus drivers should receive separate professional training apart from building staff. Eight driver respondents were in favor of separate training for drivers only. Survey results – School Bus DriversSurvey results – Administrators Analysis of the data - of the 98 distributed questionnaires; the overall returned sample answers that I received totaled 65; or a response rate of 67%. While I had hoped for a better overall response rate among the population of respondents, the overall results indicated interest in the purpose of the survey as it was presented to the respondents: “The purpose of this survey is to receive your perception regarding the school transportation system in how it serves the District students, parents, teachers and administrators. Your answers will be used in order to present a descriptive picture of the overall transportation in the district relating to safety, procedures, efficiency, communication, perceptions and training of staff. The survey is comprised of a scale rating in which your answer can range from strongly agree to strongly disagree. The survey also uses simple yes and no answers. Thank you for your time in completing this short survey. Please return your completed survey to Transportation Director, Mr. Brendan Wagner by November 24th bwagner@cvs.k12.mi.us (Korth, 2015).”My letter of transmittal in order to perform my research study was sent through the Transportation Department Director as follows: Letter of Transmittal RE: Survey regarding the School Transportation SystemMy Name is Thomas Korth and I am a school bus driver for our District employed since November 2005. As part of my continuing education, I have received my Master’s Degree in Education in August 2014, and am completing my work to earn my Education Specialist degree, with Central Office Certification from Saginaw Valley State University, expecting to graduate in May 2016.As part of my classwork for my study in Research Methodology, I am conducting a survey regarding the District Transportation Department in order to collect data for my research project; a Descriptive Study of a School Transportation System. Please complete the attached survey completely and return by November 24, 2015 the Transportation Department either through inter-departmental mail or by email to mailto:bwagner@cvs.k12.mi.us?subject=Transportation Survey. I thank you in advance for your time. Thomas KorthReliability: In my analysis of the data, the data was reliable, with in my opinion, perhaps a slight bias by 2 respondents. I conclude that bias could be present with these two respondents due to their extreme response that they provided on the majority of the question/statements, which indicated implied bias by the choices they selected. This perceived bias was from two specific respondents of school bus drivers. Additionally, regarding the responses received for question 6/6a regarding the rules of the bus being too rigid; school bus drivers responded yes at a rate of 2%. My analysis is that the driver respondents in answering this question apparently omitted themselves as the maker of the rules on the bus, deferring rather to the Transportation Department as the reason the rules were too rigid. Based on my experience as a school bus driver for 10 years within the District surveyed, this appears to be a detachment of the drivers’ personal responsibility regarding the rules on their individual bus; as school bus drivers set the rules and tone on their bus and route. My interpretation of the survey results indicates majority approval of the purpose of my study regarding a District School Transportation Department as it relates to positive and negative influences school bus drivers have on student behavior and communication with building administrators. The overall survey indicated a need to have more collaboration and direct communication between the school bus driver and administrators, along with mutual professional development training. This was my stated purpose in doing this research. The limited research literatures that I reviewed for this study indicated support for the overall purpose, namely clear communication, positive student/driver relationships, and increased professional development including school bus drivers and administration. In the review of the literature, a recent article dated February, 27, 2015 highlighted a three year research study in Hartsville, S.C. who partnered with the Yale University School Development Program in order to study student behavior and adult influences on the student. “Lavonda Thompson, a 48-year old bus driver and school custodian in Hartsville, S.C., never questioned either her role or the larger system she was serving. “My job was to drive the bus and clean the buildings,” she said. “The child’s jobs’ was to act respectful and follow directions. Today, however, Thompson and her fellow drivers understand they are uniquely positioned to play important roles in children’s experience of school, beyond getting them there and back home safely. As the literal transition guides between home and school life — and the first and last adults with whom children interact before and after school each day — bus drivers can help recognize how children are faring emotionally, respond to behavior problems in thoughtful ways and set a welcoming tone for the day. There are many other adults beyond teachers who regularly interact with children — and who are often overlooked as potential contributors to the educational mission (Chaltain, 2015, p. 1).”Based on my real life experiences as a school bus driver, the fact is that school bus drivers see and observe students in ways that teachers and administrators do not see nor observe. As a school bus driver, I see first-hand and on a daily basis the students’ neighborhoods, peers, physical living conditions, and the demographic composition that teachers and administrators only read about on the student record. With this type of knowledge and daily observations of students, I know when a student is upset, angry, and depressed. Many times, students will confide in me as to incidents they may be experiencing from other students and peers at the bus stop, or just by living in the neighborhood. Additionally, other causes include problems in the home or larger family issues. “When Comer and his team conducted their initial environmental analysis of Hartsville’s schools in 2011, they noticed a pattern. ‘In our conversations, lots of people raised concerns about the bus,’ he said. ‘Kids would come into school revved up because of things that happened there, and there were an alarmingly high number of bus referrals. So we made it a goal to include the buses as a key part of the overall solution.’ In doing so, he said, “we identified two things that were missing: first, there wasn’t a real relationship between the drivers and the school; and second, the drivers didn’t have any training on how to deal with children or families — the only training they’d received was how to drive a bus (Chaltain, 2015, p. 2).”The need for direct communication between school bus drivers and administrators regarding student behavior in this study clearly concludes that this type of collaboration works for student, driver, administrator, and teacher. Additionally, the emphasis on school bus drivers developing a relationship with their students is a factor for success in identifying and dealing with student behaviors. Citing from my review of the literature; “King mentioned a fifth grade student, Rashon Johnson, who had benefited from the new coordinated approach in Hartsville’s schools and whose experience figures in the PBS documentary. Rashon’s mother was raising three children alone, working 10 to 12 hours a day, seven days a week, in two minimum-wage jobs. The impact of her absence had begun to show in Rashon’s behavior at school, prompting King to worry about the boy’s prospects for advancing to sixth grade. The bus program was redesigned in large measure to ensure that a child like Rashon begins his day with supportive, rather than punitive, interactions with adults. For King, this is mission critical. “If you don’t address a child’s emotional needs, he won’t learn,” she said. After school hours presented another opportunity to deepen relationships. King signed Rashon up for Boy Scouts and enrolled him in the Boys & Girls club (Chaltain, 2015, p. 3).”My research supports the February 2015 Hartsville, S.C. three year study through the criteria of school bus driver/student developing relationships, collaboration with school administrators, clear and concise rules of conduct, and congruent professional development of school bus drivers and administrators. Additionally, my research supports and affirms how the school bus driver can be a positive influence and “on a daily basis is extremely important and enhances the educational experience for hundreds of students (R. Roberts personal communication, November 24, 2015),” observed and acknowledged by the District Superintendent, where my data was collected and analyzed from my research survey questionnaire. The three outcomes identified by the administrators in my fieldwork interviews, communication, personality, and relationships allow “bus drivers to observe interactions between and among students that perhaps no one else will see during the school day. Therefore, they are in a unique position to identify types of bullying and other aggression or inappropriate behavior that take place during their part of the school day. They can help prevent this behavior not only on their buses but also potentially during the rest of the day through the effective communication mechanisms with school personnel. Further, as a portal into the school day, school bus drivers can be an integral part of the school safety planning effort in every school district (DeLara, 2008, p. 66).” This tie in with past data research and literature as it relates to present day observations by administrators support the need and benefit in developing the process of communication with school bus drivers as it relates to the student in their building. “The results are promising. At the end of the 2013-14 school year, disciplinary referrals had dropped 71 percent as academic achievement rose (Chaltain, 2015, p. 3).”Chapter 5 - Summary, Results, Conclusions, Discussion and RecommendationsSummary: Purpose of the Study - The purpose of this study was to examine the perceptions of the transportation system relating to the current practices of bus rules and referrals, as well as, the communication between school bus drivers, and administrators. The questionnaire also had the intended purpose to gather information in order to make informed decisions regarding increased collaboration and improved communication regarding school bus driver and administrator interaction, and potential changes in school bus transportation rules regarding student behavior. Limitations – advantages - I contend that the driver can be a vital link with teachers and administrators in creating a social connection and expected behavior before the child enters the building for the day. However, primarily due to limited research providing data relating to my descriptive research, although, the recent data that is available suggests positive effects. Sample size of the distributed questionnaire is dependent upon the number of responses obtained. Research MethodologyAs the researcher, I used descriptive research methodology and survey techniques in the form of a questionnaire in order to collect data from administrators, and school bus drivers within the District. Data collected from the survey respondents represented their perceptions regarding the relating to the current practices of bus rules and referrals, as well as, the communication between school bus drivers, and administrators.A questionnaire using the Likert Scale of Measurement, and yes and no questions with additional choices to qualify the reason for their response was distributed in order to collect data. (see Appendix B )Respondents completed a survey questionnaire that addressed their perceptions regarding the school bus driver’s personality, district rules, student behavior, administrator communication, safety, training, and cooperative professional development. Using the Likert Scale of Measurement, the first five questions provided a scale beginning at “strong agree” followed by, “agree,” “neutral,” “disagree,” and “strong disagree.” The last four questions were “yes” and “no” questions with three additional options relating to their answer choice. The additional choices purposely did not state that only one selection could be made, so the respondent could choose, one, two, or all three options as a follow up to their “yes” or “no” answer. These choices were presented to allow the respondent to give their opinion as to what they considered to be a viable option to training, referrals, and personality issues represented in the question.A description of the sample population of administrators (20), and school bus driver (78) responses is indicated in graphs located on pages 19-26. Over a two week period ending on November 24, 2015, 98 questionnaires were distributed to; 20 building administrators, and 78 school bus drivers. The completed and returned questionnaires were; 17 building administrators, 48 school bus drivers, totaling 65; or a response rate of approximately 67%. ResultsMy interpretation of the survey results indicates majority approval of the purpose of my study regarding a District School Transportation Department as it relates to positive and negative influences school bus drivers have on student behavior and communication with building administrators. The overall survey indicated the need to have more collaboration and direct communication between the school bus driver and administrators, development of school bus driver/student relationships, along with mutual professional development training. While teachers and administrators know their students on a level that is in the classroom and building, with some a closer sense of connection during parent teacher conferences for those parents who take time to attend. It is my contention that bus drivers actually know the individual students on their route relationally more than the teachers and administrators. I draw this conclusion based on the fact that the bus driver goes into the neighborhood where the student lives. Further the bus driver can see parent/adult interactions that the teachers can’t observe because they are not in the same vantage as the school bus driver. The driver witnesses parent student interaction at the bus stop along with peer interactions. From sheer repetition of seeing and witnessing student behavior, since the driver is the first school employee to see the student in the morning, and the last to see the student in the afternoon, the school bus driver knows when a student may have a different demeanor possibly caused by a rough morning at home, trouble with a peer, or other family pressures that may be causing consternation. The driver has the opportunity to be a positive influence and affect for the student which can alter negative behavior on the bus and even in the classroom. Conclusions:My research supports the recent three year study in Hartsville, S.C. and their partnership with Yale University School Development Program, through the criteria of school bus driver/student developing relationships, collaboration with school administrators, clear and concise rules of conduct, and congruent professional development of school bus drivers and administrators. The continued research study including the entire District parent population would be beneficial in order to gain additional insights; however, I conclude the overall results would be the same based on the initial survey of the entire population of school bus drivers and administrators within the District. Additional support of the positive link school bus drivers can be to the overall educational experience of the children comes from the District Superintendent, who took time to ride the bus to observe, experience, and draw his conclusions. “It is important that her children experience the best conditions for the learning that is to follow.? She cares deeply about her children.? She knows as much as she can about each one: which ones are doing well and which ones are struggling.? She has even been known to reward her children for good performance. Everyone likes an occasional piece of candy.? She also is aware of her children’s activities outside of school.? She thinks this knowledge allows her to better serve them.? Occasionally, she gives her children advice that may help steer them in a positive direction.? Sometimes she worries about her children. ?She wants nothing but the best for them.She makes it a point to know the parents of her children.? This builds trust.? When parents trust who their children are with, it enhances the educational experience.? In fact, she tries to have as many positive interactions as possible with parents on a daily basis.? It certainly can’t hurt.?She is the type of employee that contributes to the solid and trusted reputation of ‘the District.’ She is loved and respected by children and parents alike.? What she does on a daily basis is extremely important and enhances the educational experience for hundreds of students.? Vicki drives a school bus (R. Roberts personal communication, November 24, 2015).”In addition to the research survey questionnaire represented in this study, all of the knowledge that I have gained through my clinical internship hours through, observations, hands on practical application, research, and meetings, have provided me with an overall view of how integral transportation within the District is to student learning and student success. In addition to my administrating supervisors monitoring of my work and internship hours, Brendan Wagner has also become my mentor. He has allowed me to observe and discuss administrative issues he deals with as routine, as well as, those that have far reaching implications to students, their families, and the stakeholders of staff and community. Mr. Wagner also allowed me to observe and discuss, allowing me to understand his decision making process through the tough issues of personnel problems, parental problems, and school building issues he faces throughout the school year.As a mentor, Mr. Wagner has allowed me to be included in his network of Central Office cohorts by attending the monthly business meeting for the Macomb Transportation Directors Association. In this school based, field experience group, I was able to interact and network with several Districts throughout Macomb County. This group consists of Transportation Directors and their support staff, with some having responsibilities in facilities management as well as pupil transportation. All of the content knowledge and performances became personal for me, as I worked my job within the District as school bus driver, and then derived and advanced the learnings of each performance into the specific content knowledge application toward student learning and student success. The District has an excellent pupil transportation department through the leadership and management of Mr. Brendan Wagner. The entire staffs under his managerial responsibility are dedicated professionals in the safe and efficient transportation of all students within the District. I certainly believe that I have gained new and deeper perspectives into the daily operations of pupil transportation, as well as, become better qualified and enabled as a future administrator in a School District. Discussion:Having the advantage of 10 years as a school bus driver, along with pursuing my Graduate and Education Specialist Degree, I was able to gain access within my District in order to conduct my research study. I also had the distinct advantage of my direct Supervisor, the Transportation Director, and several building administrators allowing me time to fact-find and discuss the study as I was developing questions for my questionnaire. Relating to the review of the literature; seeing the obvious link to recent research in Hartsville, S.C., additional study within my District, and neighboring Districts would provide more validity to moving forward with changes in communication, collaboration, and professional development with school bus drivers and administrators. Recommendations: The overall survey indicated the need to have more collaboration and direct communication between the school bus driver and administrators, development of school bus driver/student relationships, along with mutual professional development training.APPENDIX:Letter of Transmittal RE: Survey regarding the School Transportation SystemMy Name is Thomas Korth and I am a school bus driver for our District employed since November 2005. As part of my continuing education, I have received my Master’s Degree in Education in August 2014, and am completing my work to earn my Education Specialist degree, with Central Office Certification from Saginaw Valley State University, expecting to graduate in May 2016.As part of my classwork for my study in Research Methodology, I am conducting a survey regarding the District Transportation Department in order to collect data for my research project; a Descriptive Study of a School Transportation System. Please complete the attached survey completely and return by November 24, 2015 the Transportation Department either through inter-departmental mail or by email to mailto:bwagner@cvs.k12.mi.us?subject=Transportation Survey. I thank you in advance for your time. Thomas KorthAPPENDIX:QUESTIONNAIREThe purpose of this survey is to receive your perception regarding the school transportation system in how it serves the District students, parents, teachers and administrators. Your answers will be used in order to present a descriptive picture of the overall transportation in the district relating to safety, procedures, efficiency, communication, perceptions and training of staff. The survey is comprised of a scale rating in which your answer can range from strongly agree to strongly disagree. The survey also uses simple yes and no answers. Thank you for your time in completing this short survey. Please return your completed survey to Transportation Director, Mr. Brendan Wagner by November 24th bwagner@cvs.k12.mi.us School bus drivers can either positively or negatively impact effective communication to parents, teachers and administrators in order to benefit student behavior? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool administrators should contact a school bus driver for direct communication either by phone or in person in order to discuss concerns a school bus driver had made known regarding a significant change in a student’s behavior on the bus?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool administrators should contact a school bus driver for direct communication regarding a written bus disciplinary referral from the school bus driver? (5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool bus driver can collaborate with building teaching and administrative staff to positively affect student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeSchool bus drivers are sometimes overlooked as a source of information involving student behavior?(5) strongly agree (4) agree (3) neutral(2)disagree(1)strongly disagreeHave you ever felt the school transportation system is too rigid regarding procedures and student conduct infractions?( ) Yes ( ) No6a. If yes was your answer, what one change would you think should be considered?( ) Have a few published core rules for every student on every bus( ) Eliminate rules of conduct( ) Only enforce safety rules Do you believe that some school bus drivers’ personality can create either a positive or negative affects with the students they transport? ( ) Yes ( ) No 7a. If yes was your answer, what one solution would you consider to be an option ( ) Have personality testing for all drivers ( ) Those drivers that negatively affect students, have re-training classes for the driver ( ) Those drivers that positively affect students should be recognized by the building PrincipalAre you satisfied with the level of concern for student safety and communication that you receive from your school transportation department?( ) Yes ( ) No 8a. If no was your answer, choose one option that you consider to be a good solution ( ) Receive an email alert when mandatory bus evacuations are performed by the district ( ) Receive an informational email detailing all of the safety procedures that are followed on the school bus ( ) Provide internet links for school bus safety mandated by the State of MichiganDo you think that school bus drivers should be included in joint professional development training along with the teaching and administrative staff for the students they transport? ( ) Yes ( ) No9a. If no was your answer, choose one of the following answers as your choice for an alternative ( ) School bus drivers should have separate professional development training with drivers only ( ) School bus drivers should have annual training at each building they transport students to and from with administrators only ( ) Only drivers that have negatively affected students should attend professional training along with teachers and administrators at the buildings where they transport students BibliographyAllen, J. D. (1997, January 1997). Who’s Driving This Bus Anyway? Empowering Drivers. Support Services, 33-35.Chaltain, S. (2015). A Town Where a School Bus is More Than a Bus [Opinion Page]. Retrieved from The New York Times: //opinionator.blogs.2015/02/07/a-town-where-a-school-bus-is-more-than-a-busDeLara, E. W. (2008, October 11). Bullying and Aggression on the School Bus: School Bus Driver’ Observations and Suggestions. Journal of School Violence, 48-70. , D., Gough, G., Johnson, M., & Cartright, N. (2000). Bullying in 25 secondary schools: Incidence, impact and intervention. Educational Research, 42, 141-156.Korth, T. G. (2015). District School Transportation Survey [Written / Electronic Survey]. Unpublished instrument. Macomb, Michigan: Thomas G. Korth - Education Specialist Student SVSU. ................
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